Written by Tomasz John (University of Strathclyde)
Introduction: International students offer unique perspectives on bilingualism and identity. In my research, I explored the narratives of pre-service English teachers and how their experiences with bilingualism shaped their identities. Their reflections on bilingualism, intertwined with their engagement with linguistic landscapes—environments rich with cultural and linguistic significance—offer valuable insights into how language shapes identity.
Bilingualism and Linguistic Landscapes: Bilingualism is increasingly understood as an integrated linguistic repertoire, not defined by native-like fluency. Scholars like Grosjean (2019) and García (2009) emphasize that bilingualism is about the flexible use of language in different contexts. This view aligns with the concept of “linguistic landscapes,” where languages in public spaces, cultural practices, and media shape personal identity. Landry and Bourhis (1997) describe how linguistic landscapes reflect the vitality of language communities. These landscapes go beyond signage and encompass the lived experiences of individuals, as highlighted in works like Peck and Stroud (2015).
In my study, I used Critical Discourse Analysis (CDA) to explore how power, identity, and ideology are expressed in students’ narratives about bilingualism. This approach helped reveal how bilingual individuals navigate their identities in both their personal and professional lives.
Methodology: This study analyzes 10 reflective blog entries written by pre-service English teachers. These students come from diverse linguistic and cultural backgrounds—ranging from students with Urdu, Mandarin, Arabic, and Spanish heritage to those from monolingual English-speaking environments. Each student reflected on their language learning journey, bilingual identities, and language use in teaching. I analyzed these blogs using the concept of “bilingual identityscapes,” which explores identities across four domains: bodies, geo/political spaces, cultural practices, and printed texts.
Findings:
Embodied Experiences: The body plays a key role in shaping bilingual identity. For example, Luna, an American with Hispanic heritage, reflected on how her appearance led to doubts about her Spanish fluency after being called ‘gringita’ by her family. Her experience highlights how language and identity are embodied—her physical appearance conflicted with her linguistic ability, creating internal tension. Over time, as she immersed herself in Spanish-speaking environments, she embraced her bilingual identity as valid.
Geo/Political Spaces: The socio-political context in which bilingual individuals live influences their language experiences. For instance, Greg, from Scotland, initially struggled with his bilingualism in Scots due to its stigmatization as “slang.” However, exposure to academic and multicultural environments in the UK helped him recognize the value of his bilingual skills. He came to realize that bilingualism isn’t just about proficiency in two languages but the functional use of language in different contexts. Similarly, students like Xia from China and Rami from Saudi Arabia shared how migration and immersion in different linguistic settings transformed their language use, shifting from passive to active bilingualism. Immersion in diverse linguistic settings allowed these students to bridge the gap between passive and active bilingualism, solidifying their multilingual identities.
Cultural Practices: Bilingualism is closely tied to cultural identity. For many students, bilingualism was not only about communication but also a gateway to cultural belonging. Mira, from Kuwait, described how Arabic, her first language, anchors her identity in family and religious practices, while English serves her career aspirations. For her, each language fulfils distinct roles—Arabic for family and heritage, English for professional growth. Similarly, Mira, who grew up in Pakistan speaking Urdu, Punjabi, and English, emphasized how fluidly she switches between languages in different contexts. For her, bilingualism is a cognitive advantage, enabling her to navigate different cultural and professional domains seamlessly.
Printed Texts and Media Representation: The texts and media bilinguals engage with can reinforce or challenge their identities. Several students, including Aniko and Isha, reflected on how engaging with media (books, films, online content) in their target languages enriched their language development. Aniko, for example, immersed herself in Swedish media to self-study, which not only improved her language skills but also reinforced her cultural identity. However, some students noted the lack of bilingual representation in educational materials, which led them to question the value placed on their native languages.
Implications for Language Teaching: These narratives suggest that bilingualism should be viewed as an asset, not a deficit. By embracing translanguaging and recognizing the value of students’ linguistic repertoires, educators can help students feel more confident in their abilities. It’s crucial to acknowledge the diverse linguistic backgrounds of students and create spaces where bilingualism is normalized and celebrated. These findings highlight the importance of teaching approaches that validate students’ multilingual identities and challenge monolingual norms.
Conclusion: The reflections of these international students and pre-service teachers underscore the dynamic nature of bilingual identity. From embodied experiences to the influence of socio-political contexts, cultural practices, and media representation, these factors shape how bilingual individuals navigate their identities. Understanding these narratives allows educators to better support bilingual students, encouraging them to embrace their languages as valuable tools for personal and academic growth. By fostering an inclusive classroom environment, we can help students develop their multilingual identities with confidence.
Further Reading:
- Baker, C. (2017) Foundations of bilingual education and bilingualism (6th ed.). Multilingual Matters.
- Bialystok, E. (2001) Bilingualism in development: Language, literacy, and cognition. Cambridge University Press.
- Mullet, D. (2018) Critical discourse analysis: A tool for analyzing bilingual narratives. Routledge.
- Norton, B. (2013) Identity and language learning: Extending the conversation. Multilingual Matters.
Author bio
With degrees in Internationalisation of Higher Education and TESOL, I specialize in language policies, multilingualism, and curriculum design. I teach and supervise in Applied Linguistics and TESOL at the University of Strathclyde, Glasgow, UK, focusing on multilingual education and fostering inclusive academic environments. Follow me on LinkedIn and BlueSky at @tomaszjohn.bsky.social.